Abstract
This study investigated the attitudes and self-efficacy of Pakistani and
Australian pre-service teachers to teach students with disabilities in
regular classrooms. It was hypothesized that there were no significant
mean scores differences between the attitudes and self-efficacy of
Pakistani and Australian prospective teachers towards inclusion. The
sample consisted of 317 individuals enrolled in the teacher education
programs from two universities in Pakistan and Australia. Data were
collected by using two standardized instruments that measured attitudes
and self-efficacy to teach in inclusive classrooms respectively. The
results indicated that Pakistani pre-service teachers had higher level of
perceived teaching efficacy to teach children with disabilities particularly
in relation to manage students' inappropriate behaviour than their
Australian counterparts. Three variables: gender, level of training, and
previous experience with children with disabilities were found to relate
significantly to Pakistani teacher educators' level of perceived teaching
efficacy. No variables were found to relate significantly to Australian
educators. Results of the study with possible implications to policy
makers and educators are discussed.
Sadia Shaukat, Umesh Sharma, Brett Furlonger. (2013) Pakistani and Australian Pre-Service Teachers’ Attitudes and SelfEfficacy Towards Inclusive Education, Journal of Behavioural Sciences, Volume 23, Issue 2.
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